Teaching - Masters MTeach
The online Master of Teaching (MTeach) offers a blend of learning opportunities for the developing teacher or leader in education who aims to advance their practices while working. MTeach students will have access to a single studies advisor throughout the programme, offering one point of contact and continuous learning support.
HOW WILL I STUDY?
Teaching and learning is delivered fully online via virtual learning activities and classes. Students must ensure they have suitable technology to take part fully in the sessions – a home computer, headphones and microphone, web cam and Wi-Fi speed of at least 512 kbps.
WHO WILL BE TEACHING ME?
You will be taught, assessed and supported by an exceptional team of internationally recognised, research-led and experienced practitioners.
To be awarded an Master of Teaching, you will need to complete 180 CATs, which will normally comprise of four 30 CAT point taught modules plus a 60 CAT point final research study. Students who have accumulated 60 points on the MTeach may graduate with a Postgraduate Certificate and those who have accumulated 120 points may graduate with a Postgraduate Diploma. All modules in the table below are 30 CATS unless otherwise noted.
STR7001 – TEACHER AS ACTION RESEARCHER
The module compares and contrasts conceptualisations of teacher professionalism. It reviews research into teacher growth, learning, continuing education and professional development. It introduces a range of frameworks for a teacher's self-assessment and professional development planning. The module considers contexts of teacher professional development and teacher's ownership of their professional growth. The module supports individual and collaborative explorations of professional learning and development priorities.
STR7004 – COMMUNITIES OF PRACTICE AND LEARNING PARTNERSHIPS
Schools and other related organisations increasingly work less in isolation and more in local, national or even international networks, forming strategic partnerships, sharing staff and delivering joint programmes for pupils. This module will analyse existing models for collaborative and interconnected learning and facilitate the exploration of effective methods of working in practice.
STR7013 – UNDERSTANDING THE PROCESS OF SENSORY PROVISION FOR CHILDREN'S LEARNING AND PERSONAL DEVELOPMENT
This module will address the neuroscience, vocabulary and concepts relating to sensory processing and its impact on cognition, social, emotional and academic development. Sensory processing difficulties and ASD, ADHD, Specific Learning Difficulties, Speech and Language Difficulties and Dyspraxia, Behavioural Disorders and issues will all be discussed. The use of sensory resources and strategies for responding to children's needs in learning environments will be investigated.
(This module will have one session on campus. It will also be recorded for those who can not attend or wish to join online)
STR7002 – ADVANCED TEACHING, LEARNING AND ASSESSMENT
The module will address the improvement of achievement in a class of students through effective instruction and the matching of instructional strategies to school and learner needs. The module will identify forms of instructional practice linked through research to improved student achievement at various levels and in a range of subject areas. It will explore various dimensions of improved instruction including time management, resource development, teaching strategies, performance monitoring, student feedback, and classroom management. The module will explore concepts such as the thinking classroom, teaching for understanding and education through new technologies.
STR7009 – LEARNING LEADERSHIP
The module offers post-qualifying leadership support for those who are aspiring or current educational managers aiming to develop transformative competences in line with the new General Teaching Council of NI requirements (coming soon). Offering best practice examples from the practitioner team of current and past principals and middle managers who deliver the module, the programme of work will involve introductory skill development in areas such as: resilience and wellbeing strategies for schools/colleges, operational and strategic leadership, team and individual leadership through coach-mentoring and how to build communities of practice for shared and networked professional development at whole school/college level. A wide range of assessment methods will be employed including preparations for interviews and developmental tasks with a e third part of this module. Practitioners with leadership experience or aspiring leaders will benefit from developing new and enterprising ideas for classroom practices and/or projects. Some students will develop new ways to promote leadership within the curriculum, while others will develop a wider school-based strategy for enterprise education utilising effective leadership strategies and paradigms.
STR7003 – ADDRESSING UNDERACHIEVEMENT AND DIVERSITY IN EDUCATION: POLICY AND PRACTICE
The module will consider the impact of diversity, difference, disadvantage and learning difficulty in schools. It will explore appropriate literature to allow acquisition of knowledge bases and develop critical conceptual skills to decode and deconstruct prejudice. It will help students to understand and work with the contradictions of cultural life and will address models of deficit and low expectation that characterise the gap between traditional classroom materials and those used to teach disadvantaged students.
EDC7024 – RESEARCH METHODS
SEPTEMBER 2023, JANUARY 2024 & JUNE 2024
Research Methods support you as a developing learning leader, offering guidance and mentorship as practitioners commence their educational study or enquiry for the MTeach.
Studies and projects will be supported in the area of educational diversity and underachievement, policy developments, teaching innovation and trials (individually and/or with teams), technology enhanced learning, peer learning, curriculum development and enterprising education.
STR7010 – RESEARCH STUDY (60 CATS)
SEPTEMBER 2023 AND JANUARY 2024
This module will provide students with an opportunity to apply their understanding of the steps involved in planning and conducting a research project, including models of best/next practice dissemination. This normally involves research into policy, teaching and learning and/or curriculum related projects.
All modules are 30 CATs unless otherwise started.
All Modules are taught online.
Applicants will normally hold a relevant 2:2 Honours degree or above in a related discipline, and preferably a professional teaching qualification. Applicants who do not meet the requirements above may be considered on an individual basis, where there is evidence of relevant experience. Applicants may be required to attend an interview to determine their suitability for entry.
The degree recognises and supports existing professional development activities, whether these are part of induction, early professional development, threshold assessments or programmes of staff development and performance management. All students who have successfully completed a PGCE at Master's level (within 10 years) will be eligible to apply for 30 M-level credit points towards a Master's qualification. Candidates may also seek accreditation for completed school-based professional development activities. Application for credit transfer and exemption from module requirements must be made upon enrolment.
HOW TO APPLY
Application for admission to all Masters Programmes should be made by downloading the application form and reference form and returning the completed forms to firstname.lastname@example.org
Flexible: Normally 3 years.
The course fee for 2018-2019 will be £917 per taught module and £1834 for dissertation (UK/ Republic of Ireland and EU students only). International fees apply for international students.